The Group as a Resource: Reducing Biased Attributions for Group Success and Failure via Group Affirmation

Sherman, David K.; Kinias, Zoe; Major, Brenda; Kim, Heejung S.; Prenovost, Mary A

doi:10.1177/0146167207303027

Cited by 140 publications

(190 citation statements)

References 53 publications

Supporting

Mentioning

178

Contrasting

Unclassified

Order By: Relevance

“…To test the efficacy of self-affirmation theory, Martens, Johns, Greenberg, & Schimel (2006) found that instructing female participants to write about why their most valued characteristic was personally important mitigated an induced stereotype threat. Group affirmation (affirming an important group value) demonstrates how athletes can use their team as a positive resource in response to threatening events (Sherman, Kinias, Major, Kim, & Prenovost, 2007). Other strategies that moderate the effects of stereotypes include priming female participants to write a 5-minute essay about an experience when they felt powerful (Van Loo & Rydell, 2013), internalized racial identity status attitudes (Davis, Aronson, & Salinas, 2006), thought substitution (Logel, Iserman, Davies, Quinn, & Spencer, 2009), and denying the accuracy of the stereotype or its self-relevance (von Hippel et al, 2005).…”

Section: Coping Mechanisms For Mitigating Stereotype Threatmentioning

confidence: 99%

Who is Whistling Vivaldi? How Black football players engage with stereotype threats in college

Griffin

2016

International Journal of Qualitative Studies in Education

View full text Add to dashboard Cite

Who is Whistling Vivaldi?: How Black Football Players Engage with Stereotype Threats in CollegeWhitney Nicole Griffin Chair of the Supervisory Committee:Professor Clayton Cook Educational PsychologyResearch has shown that the threat of negative stereotypes can have pernicious effects on the decision-making thoughts and behaviors for those who are targets (Steele, 2011). When college students and professors subscribe to stereotypes that student-athletes enter college based solely on their physical abilities rather than their academic and intellectual capabilities, targets of the stereotypes may experience identity dissonance that exacerbates their decisions, behaviors, and ultimately their academic performance. In light of the impact of negative stereotypes on student-athlete performance, the purpose of this dissertation was to conduct a phenomenological, qualitative study that examined how Black male football players engage and cope with negative stereotypes at a predominantly White institution (PWI). Data was collected and analyzed from semi-structured interviews with 10 Black male football student-athletes employing grounded theory methodology to examine how they experience, are affected by, and respond to negative stereotypes.Empirical results elucidate various strategies employed to engage with stereotype threat.Thematic categories include responses that exacerbated, habituated to, or mitigated the stereotype encounter. The current study investigates the successful coping strategies Black football players currently use. Emergent themes gained from this inquiry helped the researcher 4 identify specific harbingers for interventions that would inculcate Black male student-athletes with tools to mitigate negative stereotypes that may undermine their performance in college and all areas of life. Implications are further discussed for postulating an institutionalized workshop series designed to teach effective coping mechanisms for all Black athletes.

show abstract

Section: Coping Mechanisms For Mitigating Stereotype Threatmentioning

confidence: 99%

Who is Whistling Vivaldi? How Black football players engage with stereotype threats in college

Griffin

2016

International Journal of Qualitative Studies in Education

View full text Add to dashboard Cite

show abstract

“…There is good support for a relationship between team attributions and self-esteem in team sport (Green & Holman, 2004;Sherman & Kim, 2005;Sherman, Kinias, Major, Kim, & Prenovost, 2007) and several experimental studies have demonstrated that a greater use of team-serving attributions causes subsequent increases in social self-esteem (Smurda et al, 2006). A related emotion, pride, has also been assessed in attribution research (Tracy & Robins, 2007;Nickel & Spink, 2010).…”

Section: Affective Consequencesmentioning

confidence: 99%

A theoretical framework and research agenda for studying team attributions in sport

Allen

Coffee

Greenlees

2012

International Review of Sport and Exercise Psychology

View full text Add to dashboard Cite

The attributions made for group outcomes have attracted a great deal of interest in recent years. In this article we bring together much of the current research on attribution theory in sport and outline a new conceptual framework and research agenda for investigating the attributions of team members. The proposed framework draws on multiple conceptual approaches including models of attribution, group dynamics and stress responses to provide a detailed hypothetical description of athletes' physiological, cognitive and affective responses to group competition. In describing this model we outline important antecedents of team attributions before hypothesising how attributions can impact hormonal and cardiovascular responses of athletes, together with cognitive (goals, choices, expectations), affective (selfesteem, emotions), and behavioural (approach-avoidance actions) responses of groups and group members. We conclude by outlining important methodological considerations and implications for structured context specific attribution-based interventions.

show abstract

“…Affirming an important group value in teams has been shown to increase acceptance of threatening team information and reduce group-serving biases (Sherman et al, 2007). On the other hand, our research reveals that affirming an individual's self-views through one's own personal relationships prior to completing a team task can carry over to the group-level phenomenon.…”

Section: Theoretical Contributionsmentioning

confidence: 63%

Preparing the Self for Team Entry: How Relational Affirmation Improves Team Performance

Lee

Gino²,

Cable

et al. 2016

SSRN Journal

View full text Add to dashboard Cite

Working in teams often leads to productivity loss because the need to feel accepted prevents individual members from making a unique contribution to the team in terms of the information or perspective they can offer. Drawing on self-affirmation theory, we propose that pre-team relational self-affirmation can prepare individuals to contribute to team creative performance more effectively. We theorize that relationally-affirming one's self-views increases general feelings of being socially valued by others, leading to better information exchange and creative performance. In a first study, we found that teams in which members affirmed their best selves prior to team formation (i.e., by soliciting and receiving narratives that highlight one's positive impact on close others) outperformed teams that did not do so on a creative problem-solving task. In the second experiment, conducted using virtual teams, we show that pre-team relational self-affirmation leads to heightened feelings of social worth, which in turn explains the effect of the treatment on the team's ability to exchange information.Keywords: relational self-affirmation; team entry; team creative performance; information exchange; social worth. Relational Affirmation in Teams 3Preparing the Self for Team Entry: How Relational Affirmation Improves Team PerformanceEffective communication is a key feature of a team's capabilities (Eisenhardt and Martin, 2000;Gardner, Gino, and Staats, 2012). Unfortunately, as members are introduced to a team, one critical issue that may impede effective team communication is each member's need to feel accepted by the others (Wittenbaum and Stasser, 1996;Gruenfeld et al., 1996). The need to feel accepted can lead individual members to prioritize fitting in over contributing unique information and adding maximum value to the team. For example, teams are biased toward repeating previously-mentioned shared information, as opposed to sharing unique information, because repetition helps members appear "cognitively central and thus task competent" (Wittenbaum, Hubbell, and Zuckerman, 1999; p. 968). In addition, team members are more likely to share socially-endorsed information within the team if they believe the information to be useful to the team as compared to information that has not been socially-validated (Littlepage, Perdue, and Fuller, 2012). Thus, individual team members' need for social acceptance may hinder the team's ability to share and integrate information in order to accomplish their task.One remedy to this problem is for members to invest time after team formation, to highlight their differences in ideas, background and perspectives. As evidenced in a qualitative study of diverse teams by Ely and Thomas (2001), openly discussing the unique qualities of different team members and integrating diverse perspectives allowed individuals to feel valued and respected. The team members were able to apply their differences in knowledge, and the perspectives associated with their unique identities, to the task at hand...

show abstract

The Group as a Resource: Reducing Biased Attributions for Group Success and Failure via Group Affirmation

Cited by 140 publications

References 53 publications

Who is Whistling Vivaldi? How Black football players engage with stereotype threats in college

Who is Whistling Vivaldi? How Black football players engage with stereotype threats in college

A theoretical framework and research agenda for studying team attributions in sport

Preparing the Self for Team Entry: How Relational Affirmation Improves Team Performance

Contact Info

Product

Resources

About